Course Title: Health Promotion in the Community
Part A: Course Overview
Course Title: Health Promotion in the Community
Credit Points: 12.00
150H Health Sciences
Sem 1 2007,
Sem 1 2008
Course Coordinator: Professor Stephen Bird
Course Coordinator Phone: 9925 7257
Course Coordinator Email: firstname.lastname@example.org
Course Coordinator Location: 203.3.02
Course Coordinator Availability: via email
Pre-requisite Courses and Assumed Knowledge and Capabilities
This course introduces students to philosophical, political, practical and marketing issues of health promotion in the community. The unit focuses on health promotion strategies and models that can be utilised within school, community, and industry settings. It will be necessary to critically examine some current promotional campaigns to determine if society is being offered real alternatives in health, or if there are other factors behind health promotion campaigns. Health education, as a component of health promotion, will also be explored.
Objectives/Learning Outcomes/Capability Development
Ability to use theoretical frameworks to increase knowledge base
Ability to identify actual and potential health problems within the framework of health promotion
Ability to identify and discuss specific educational needs for individuals or groups within a school or community
Ability to provide reasoned arguments in support of judgements in relation to issues
Ability to facilitate individual / group decisions within a classroom setting
Ability to utilise educational resources applicable to school / community requirements for health education
Ability to contribute to teaching / learning conversations relating to health education in schools and the community
Ability to disseminate, in written and oral forms, the processes and results of scholarly enquiry
Ability to seek, locate and critically evaluate relevant literature / information resources effectively
Students will be expected to be able to:
(a) Identify key philosophical and political factors that influence health promotion in Australia
(b) Differentiate practical issues related to community perceptions of health and illness
(c) Assess methods of research and marketing that may assist health promotion
(d) Critically evaluate a range of health promotion strategies or programs relevant to selected community groups
(e) Discuss processes of planning, developing and implementing health promotion programs
(f) Apply educational principles to health promotion strategies
(g) Outline a health promotion project relevant to a school, community, or industry setting
Overview of Learning Activities
Learning activities that will promote and consolidate the areas outlined in the objectives will include lectures, tutorials, on-line learning (where available), classroom seminars, open -discussion, student prepared presentations, reflective practice and structured self-directed learning. Within this arrangement students will be expected to develop critical analysis skills that can be applied to the education field. Emphasis will be placed on the application of content to schools, teaching, and learning.
The conceptual framework underpinning this course reflects a constructivist approach, focusing on the student as a self-motivated learner. To achieve this end the learning objectives provides guidance for students to focus their studies on health-related literature as applied to teaching practice. Students will also be encouraged to participate in active dialogue by working together in small groups, especially for the production of presentation studies.
Specific Student Responsibilities
During the progress of this course, students will be expected to:
•read the subject guide and note requirements;
•be aware of and observe requirements related to plagiarism (see School of Health Sciences Student Regulations and Guide to Services and Assignment writing guide);
•effectively utilise teaching and learning resources at RMIT and other libraries;
•submit all work for assessment on time;
•complete all pre-reading prior to classroom sessions;
•complete set student focused learning activities prior to class;
•contribute to class discussions and be respectful to all class participants;
•share learning resources and contribute to peer learning;
•use technology based computer assisted learning packages where available
Overview of Learning Resources
Students will be expected to adopt an explorative approach to issues in health care. Non-contact hours are allocated for students to read or prepare material relevant to class content and to prepare presentation topics.
The course content is arranged to allow interaction between the student peer group and the teacher, thus encouraging creativity and critical application of basic knowledge.
Sessions will be a mix of discussion/tutorial/groupwork/presentations and lectures. Students will be asked to lead discussions where appropriate. Although some textbooks are recommended, students are encouraged to utilise internet sites & videorecordings used in class. Thus, resources of knowledge will come from within the group and, more formally, outside group activity.
Overview of Assessment
Assessment for this course consists of three components.
1. Scenario Assignment